A New Challenge

Stage: 1 and 2

The primary-level activities for November 2011 invite learners to consider a variety of ways of approaching tasks and encourage them to reflect on the merits of different routes and solutions.

I suggest that in order to encourage a range of ways into a problem, it is best to present the pupils with a challenge to which they do not have an automatic learned response. In such situations they have to rely on their creative abilities and problem-solving skills rather than their memory of lessons and procedures. Presenting pupils with a challenge of this kind may allow the teacher to
have a particularly good insight into where the pupils are in terms of their mathematical thinking. Some pupils may need to gain confidence and so realise that it is all right to have their own mathematical strategies. These are often helped to develop by having their ideas respected by those around them. Some of this month's activities give an opportunity for this to happen.

During the course of lessons such as these, when the pupils have achieved some results by different means, a time comes for them to share their ideas and consider the different approaches that have been tried. Such discussions probably need to be encouraged carefully as they are more in keeping with the atmosphere we might associate with circle time.

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the
NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to
embed rich mathematical tasks into everyday classroom practice. More information on many of our other activities
can be found here.